Cover -- Title -- Copyright -- Dedication -- Contents -- List of figures -- List of tables -- Acknowledgements -- 1 Introduction -- 1.1 Sojourning abroad in an age of global English -- 1.2 Anglophone traditions in the language-learning sojourn -- 1.3 Researching the Anglophone language-learning sojourn -- 1.3.1 An SLA research tradition -- 1.3.2 Studying the context for L2 development -- 1.3.3 An emergent sociocultural tradition -- 1.4 The LANGSNAP project -- 1.5 Outline of the book -- 2 Language learning during residence abroad: Key constructs -- 2.1 Introduction -- 2.2 Language -- 2.2.1 The target language construct and the goals of language education -- 2.2.2 The ideal of "immersion"--2.2.3 Language variation and plurilingualism in everyday practice -- 2.2.4 Sojourner perspectives on target language variation and multilingualism -- 2.2.5 Empirical studies of sojourners' language practices -- 2.2.6 Language learning and development during the sojourn abroad -- 2.2.7 The CAF framework -- 2.3 Identity -- 2.3.1 Views of identity in SLA -- 2.3.2 Identity in study abroad research -- 2.3.3 Identity: A summing up -- 2.4 Culture -- 2.4.1 Conceptualizations of culture in language education -- 2.4.2 Intercultural learning in study abroad -- 2.5 Communities and social networks -- 2.5.1 Student communities and social relations -- 2.5.2 Role-related settings and practices for the sojourn abroad -- 2.5.3 Domestic settings during the sojourn -- 2.5.4 Leisure practices during the sojourn -- 2.5.5 Social networking during the sojourn -- 2.5.6 Home contacts and communication practices -- 2.6 Conclusion -- 3 The LANGSNAP project: Design and methodology -- 3.1 Introduction -- 3.2 Project aims and design -- 3.3 Participants -- 3.4 Procedure for data collection -- 3.5 Project instruments -- 3.5.1 Elicited Imitation Test (EIT) -- 3.5.2 Oral interview